Implementation of Collaborative Learning Strategies in the Science and Social Studies Subject for Third Grade Students at SDN 1 Silanca

This study aims to examine the application of collaborative learning strategies in Natural and Social Sciences (IPAS) for third grade students at Public Elementary Schools 1 Silanca. Using a qualitative descriptive approach, data was collected through observation, interviews, and documentation involving teachers and students as informants. The research findings reveal that collaborative learning improves students' engagement, understanding, and social interaction. Teachers play an important role as facilitators by designing heterogeneous groups of students, managing class dynamics, and providing guidance and feedback. The results showed that students showed increased critical thinking, active participation, mutual respect, and responsibility in group activities. Collaborative strategies also support contextual and meaningful learning, in line with the characteristics of elementary school students and the goals of the Independent Curriculum. Despite some challenges such as time constraints and uneven group participation, this strategy has proven effective in fostering an inclusive and dynamic learning environment. This study concludes that the systematic application of collaborative learning contributes significantly to the quality of science education and student development in the primary school environment.